This means that to the maximum extent appropriate, student with a disabilities must be educated with students who do not have disabilities. Therefore, removal of a student from the regular educational environment may only occur if the nature or severity of the disability is such that education in regular classes with the use of supplementary aids and services cannot be achieved satisfactorily. Federal law requires that a school district must ensure a continuum of placements is available to meet the needs of students with disabilities (34 CFR 300.115I(b)).
What We Do
When developing the IEP, the ARD/IEP Committee must determine the placement of a student served though special education. Placement must be:
in the least restrictive environment (LRE)
to the maximum extent appropriate, the student will be educated with students that do not have disabilities
is not to the specific physical location or site where the services will be delivered
Special education services are provided on a continuum as follows:
general education with consultation services from special education
general education with instructional modifications and/or accommodations with supplementary aids and services from special education
special education instructional services less than 21 percent of the school day
special education instructional services at least 21 percent of the school day and less than 50 percent of the school day
special education instructional services at least 50 percent and no more than 60 percent of the school day
special education instructional services more than 60 percent of the school day
A student does not make adequate academic and/or behavioral progress toward her or his Individualized Education Program (IEP) goals despite review and revision of the academic IEP and/or behavior support and intervention plan (BSIP) and other intervention supports as recommended by the campus evaluation staff (e.g., Evaluation Specialist, Licensed Specialist in School Psychology (LSSP)) and/or Special Education Program Specialist for a reasonable period of time; or
A student currently served in a self-contained classroom shows increasingly severe challenging behaviors that pose a threat to the safety of the student and/or other people despite the consistent implementation of the BSIP and other intervention supports as recommended by multiple district support staff (e.g. LSSP, Program Specialist, HISD psychologist, Autism Support Team, HISD Behavior Program Specialist, and social worker) for a reasonable period of time.
The Special Education Program Specialist reviews the special education audit folder to ensure all relevant items on the Placement Review Readiness Checklist are implemented. Attach documentation to support the implementation of targeted interventions to address the areas of difficulties.
The Program Specialist contacts the school to schedule the Placement Review (PR) meeting.
At least one teacher and one administrator who work with the student (if currently enrolled) must attend the PR meeting.
The Placement Review Request form, which includes the review team’s recommendations and disposition, is forwarded to the Admission, Review and Dismissal (ARD/IEP) Committee for consideration after the PR meeting.
If the PR Committee recommends a change in placement which requires a change from the campus in which the student currently attends:
The designated Program Specialist identifies the school or facility closest to the student’s home that has the recommended program, based on a) Distance in miles from the student’s home; and b) Number of students currently enrolled in the class.
Program Specialists from both campuses collaborate to facilitate placement in consultation with the administrator of the potential receiving school or facility.
The designated Program Specialist notifies the receiving school/facility administrator or designee of the PR committee’s decisions.
The receiving school/facility administrator or designee is given the opportunity to review the student’s needs and to confirm acceptance of the placement within 48 hours of the PR meeting.
The sending school schedules an ARD/IEP meeting within 5 school days of the PR meeting to review and propose the recommendations made by the PR Committee.
The ARD/IEP placement meeting will be held on the receiving school/facility campus.
The receiving school/facility administrator or designee is invited to participate in the ARD/IEP placement meeting.
The completed Placement Review Request Form will be kept in the student's state audit folder.
The sending school completes the ARD/IEP forms and necessary supplements before the placement meeting.
The receiving school/facility Program Specialist reviews and revises, if necessary, the completed ARD/IEP forms and supplements before the placement meeting.
The receiving school/facility Program Specialist facilitates the placement meeting.
The sending school/facility orders transportation at the end of the placement meeting (preferably held on an HISD campus and transportation request can become effective in 1-5 school days).
The sending school withdraws the student before the agreed upon start date for the transfer.
The receiving school/facility enrolls student on or before the agreed upon start date for the transfer.
The sending school ensures that the cumulative records, immunization records, and student’s special education audit folder are sent to the receiving school or assigned SOAR Program Specialist when the student changes schools.
The receiving school/facility implements the new IEP and related services and document student progress.
The receiving school/facility Program Specialist monitors the implementation of student IEP and related services on the new campus.
The receiving school/facility Program Specialist monitors student progress towards the reintegration goals within the estimated timeline.
Note: For a newly identified student approaching their third birthday, the Program Specialist from the Elementary Division will contact the school for whom placement in a self-contained program is recommended. An ARD/IEP meeting must be held at the receiving school prior to thestudent’s 3rd birthday and services must be provided as soon as the student turns 3-years of age. The decision as to which school the student will attend is based on distance and class size as specified above. The Program Specialist assigned to the receiving school facilitates placement.
What's Required
The IDEA guarantees that a student with a disability will be educated in the Least Restrictive Environment (LRE).This means that to the maximum extent appropriate, student with a disabilities must be educated with students who do not have disabilities. Therefore, removal of a student from the regular educational environment may only occur if the nature or severity of the disability is such that education in regular classes with the use of supplementary aids and services cannot be achieved satisfactorily. Federal law requires that a school district must ensure a continuum of placements is available to meet the needs of students with disabilities (34 CFR 300.115I(b)).
What We Do
When developing the IEP, the ARD/IEP Committee must determine the placement of a student served though special education. Placement must be:Special education services are provided on a continuum as follows:
Placement Review Process
Follow the Placement Review (PR) Process below to consider more restrictive placement options (includes possible out-of-district placements) when:
Note: For a newly identified student approaching their third birthday, the Program Specialist from the Elementary Division will contact the school for whom placement in a self-contained program is recommended. An ARD/IEP meeting must be held at the receiving school prior to the student’s 3rd birthday and services must be provided as soon as the student turns 3-years of age. The decision as to which school the student will attend is based on distance and class size as specified above. The Program Specialist assigned to the receiving school facilitates placement.
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